本文基于认知冲突理论，构建了高中地理实验教学设计框架，并以“模拟大气受热过程”为例展开探讨。该框架通过创设生活经验与地理现象的矛盾情境引发学生认知失衡，进而引导学生在控制变量的实验中探究认知失衡矛盾，在逻辑推演中实现认知重构。同时，教学依托真实地理情境深化学生的认知理解，培养学生地理实践力与科学思维，为地理实验教学提供思路。

Based on the theory of cognitive conflict, this paper constructs a framework for the experimental teaching design of high school geography and takes“simulating the heating process of the atmosphere”as an example for discussion. This framework triggers students’cognitive imbalance by creating contradictory situations between life experiences and geographical phenomena, and then guides students to explore the contradictions of cognitive imbalance in experiments with controlled variables, achieving cognitive reconstruction through logical reasoning. Meanwhile, teaching relies on real geographical scenarios to deepen students’cognitive understanding, cultivate their geographical practical ability and scientific thinking, and provide ideas for geographical experimental teaching.